Legal Frameworks for Child with Disabilities

Outline the legal and regulatory requirements in place for children with disabilities or specific requirements.

Every child gets the right to be treated pretty no matter what their disabilities/circumstances are. It is against the law for Schools to treat a child discouragingly because of discrimination. Immediate discrimination is when you actively discriminate against a child ie refusing a chid into the setting due to a impairment/condition. Indirect discrimination occurs when practises are in place nevertheless they don't take into account the needs of the kid ie symptoms/labels in some other language so the child can read them. There is also discrimination credited to disabilities ie a Teacher may stop a kid from doing an activity because of the time (it will take the child too long to complete the task). This ends in fewer opportunities being offered to them to see and incredibly unfair. You will discover legal and regulatory requirements that the School must abide by protect impairment and SEN children from discrimination and promote their addition:

  • The Equality Work 2010

Provides addition protection from discrimination for children with disabilities. The Action requires children with disabilities have the same usage of public/private services as any other child as well as for these facilities to make changes to ensure gain access to for those. It promotes identical opportunities/inclusion for all those children.

  • The Special Educational Needs (SEN) Code of Practice 2001

Developed to market procedures that value individual needs of children with disabilities and also to offer advice to Colleges regarding equality and addition. Main goal is to provide early on invention support for children with SEN, to recognize their specific needs and offer appropriate support. Main ideas of the code are:

*Children with SEN should have needs found and normally in mainstream Institutions.

*Views of the kid must be taken into account and Parents must be involved.

*SEN children should be offered full usage of a broad, balanced and relevant education.

  • The United Nations Convention on the Protection under the law of the Child

"to market, protect and ensure the full and equal entertainment of all human being rights and important freedoms by all folks with disabilities, and also to promote respect for his or her natural dignity. " Article 1

"Esteem for the evolving capacities of children with disabilities and admiration for the protection under the law of children with disabilities to maintain their identities. " Article 3

Details protection under the law/entitlements to all children irrespective of their individual needs/circumstances.

  • The United Nations Convention on the Privileges of Individuals with Disabilities

Human rights treaty that confirms the protection under the law of handicapped people. Stresses the importance of handicapped people having the ability to enjoy their real human rights evenly with non-disabled people. It recognises that people with disabilities do face barriers and outlines ways of reduce barriers and promote their privileges.

  • Warnock Report (1978)

Introduces term SEN into UK legislation and emphasises the 2 2 types of children with SEN - 1) children who experience difficulties at School but needs can be fulfilled at mainstream level 2)children whose needs are more complex and need specialised educational surroundings.

  • The Special Educational Needs and Disability Act 2001

Makes further procedures from the discrimination of disabilities in Classes. Strengthens the privileges of SEN children to be informed in mainstream Institutions.

Importance of working inclusively with children with disabilities or specific requirements.

It is vital that people dealing with children promote equal opportunities by giving an environment free from discrimination. Addition is concentrating on the needs of every child and guaranteeing the right conditions are in place for all to accomplish their full potential. Children with SEN should be given the same opportunities as children without SEN/disabilities and feel valued, respected and backed. Our School has generated a child targeted approach where we focus on and build on their support using each child's advantages, needs and pursuits. Each child can be an specific and must be paid attention to. This shows respect and they will feel safe and sound in the setting. This means that every child is valued as a person. When planning activities we consider their interests and skills. We empathy to SEN children incidentally we try and understand their feelings and viewpoint. We try to adapt the activity according with their needs and capabilities so they could take part with everyone and not be designated. We involve the kids in decision making and positively encourage them in planning their IEP's. We pay attention to what they want and want so then this helps us provide opportunities to allow them to be more independent - this helps their self-confidence and self esteem.

"We believe that children who develop up in Universities where all students are valued and seen as equal members will figure out how to respect and advocate for diversity in the bigger community. " Disability, Literacy and Inclusive Education for SMALL CHILDREN.

Personally I believe it is so very important to all children to learn and play together also to be cared for the same. It builds a knowledge and acceptance for those and highlights the actual fact that children develop skills which enable them to teach each other. Children with disabilities will most likely make huge advancements in their communication, socialising and performing skills while growing children will have better attitudes towards others, greater tolerance, tolerance and self esteem.

One of your university mottos is "Most of us belong" where we expect all children to interact, making everyone feel pleasant and involved and also have a good attitude. This really helps the SEN children feel a feeling of belonging and a reduces feeling of isolation. We constantly run weekly sessions reminding the kids to check out their behaviour and beliefs and when necessary help them make changes. It can help that staff members are extremely positive about addition and variety and are aesthetically pro mixed up in activities we carry out, displays that we use and resources/materials we offer in the classroom.

Benefits of employed in collaboration with Parents and other experts.

The Children's Plan posted by DCSF in 2007 outlined the importance of the partnership between Parents and Schools to support children in their learning. It has been established that Parental engagement has a good effect on children's achievements at School. They could reinforce learning from Institution by using play and further curriculum activities ie practising times tables, listening to their child read, drawing, painting and browsing libraries and tourist destinations. In addition they help increase the child's gross/fine engine skills, communication/listening and sociable skills.

"Parental engagement in children's education from an early age has a substantial influence on educational achievement and continues to take action into adolescence and adulthood. " The Impact of Parental Participation on Children's Education.

Parents must always be consulted and mixed up in care and attention and support of the youngster. Schools need to show respect when discussing these delicate things and always valuing the judgment of the Parents. Schools need to be demonstrating inclusion of all children and a way they can show this is by seeking the advice and resources of external companies when it may benefit the kid.

The SEN Code of Practice recognises the worthiness of the partnership with Parents. It is a favorite proven fact that Parents knowledge of the youngster is exemplary and must be taken into account when deciding on support/education. The kid and their needs must be at the centre of all conversations. Parents will have more of a concept of the child's strengths and the support can be tailored to take these into account ie if the child likes performing then perhaps learning can be modified to singing times dining tables and alphabet melodies. Some SEN like dyslexia may run in the family so family members may are suffering from specialised knowledge of the condition - this might aid in the planning of support for their child.

Some Parents find the whole process of possessing a SEN child highly complex, difficult and emotional. Classes need to respect these emotions and thoughts of the Parents and value their support. Full conversations and advise must be given to instil trust and self-confidence that the best has been done for their child at that University. Parents should be aware of all the policies/procedures of the institution, support designed for the youngster and any relevant documents regarding their child. Trust will then get as the Parents will respect the School and everything involved in the care of their child.

Schools must stay professional all the time. They need to provide time and opportunity to discuss the child's improvement. The Parent will feel engaged and empowered that their thoughts are listened to. Each get together should recognize each other's views and viewpoints but be able to consent amicably on an idea to support the kid. Institutions must be versatile when planning meetings with dates/times as they may be working with working young families or individuals with siblings.

It is a need that all Schools have a SENCO - a designated one who is in charge of co-ordinating the treatment and support needed for the SEN children. This is helpful for the Parents as they just need to liaise with one member of staff.

Other experts that the SEN children may come into contact whilst at University are:

Physiotherapists, Conversation and Dialect, OutReach (Autistic), Reading Impaired and Educational Psychologists.

How experts can adjust their existing practice to support children with disabilities or specific requirements.

Care must be taken to help make the environment of the setting up to be accessible for those children to work with no matter their needs. This might require ramps to be installed or handicapped toilets to be built in. The environment must be well lit, visually attractive, tactile and attractive. Space in the classrooms should be maximised to allow all children to truly have a sense of flexibility. Grounds of the setting up should be well looked after and become clear from any hazards which might endanger the kids.

Resources and activities should be modified so all children have the ability to gain access to them ie fine sand trays at waistline height instead of being situated at floor level. SEN children's needs should be thought of at the planning process with differentiation of activities - not to challenging as they'll loose interest and not too easy as they'll not be fully engaged. They have to be designed to meet the individual needs of the child and age/stage appropriate. All children must have option of the same resources. Some children may necessitate specialist resources ie shade overlays for dyslexic children, flashcards, ICT programs designed to support phonics ie phrase shark, specialist interventions and 1-1 support.

Attitudes of the parents dealing with SEN children have to be of your positive and understanding characteristics. Full training should be offered to these customers of staff in new procedures and steps. Regular trained in specialised areas should happen and involvement of all personnel on the needs of certain SEN children. The SENCO must keep up thus far with similar opportunities and inclusion policies and hold briefing periods.

Staff need to be available to support children who need assistance in simple personal issues ie dressing/undressing and medical ailments ie diabetics. Consideration must take location to help the children become more impartial and also to try things independently ie putting Velcro on dressing up outfits so all children can access the experience.

Some children find it challenging expressing their thoughts, needs and personal preferences. Our staff who work with SEN children wear being flashcards on our lanyards so children can point to a picture to tell us how they are being. In Reception we use visible assists to help children decide what activity they wish to do/ show their personal preferences. We try to encourage independency through the use of computers - term processing and dictaphones - track record their thoughts for the 'Big Write' to help support them in their activities.

Teachers try and keep their class room setup the same so children learn how to locate things and helps the SEN children establish regular and a safe/comfortable environment. Resources are clearly labelled with words/pictures and stored in the same location.

Schools must be in regular connection with Parents at home supplying them with revisions on process and new polices/types of procedures that affect the youngster. They need to always liaise with outdoors agencies - attracting on their knowledge and recommend in their particular areas.


The Impact of Parental Involvement on Children's Education - www. education. gov. uk/publications.

Article 1 and Article 3 - Convention on the Protection under the law of Individuals with Disabilities.

Disability, Literacy and Inclusive Education for Young Children - www. uni. edu/addition/benefits_of_inclusion. htm.


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